{"id":13850,"date":"2024-02-15T14:27:56","date_gmt":"2024-02-15T22:27:56","guid":{"rendered":"https:\/\/sd41blogs.ca\/gaitensp\/?p=13850"},"modified":"2024-02-15T15:14:56","modified_gmt":"2024-02-15T23:14:56","slug":"presences-all-around-us-2","status":"publish","type":"post","link":"https:\/\/sd41blogs.ca\/gaitensp\/2024\/02\/15\/presences-all-around-us-2\/","title":{"rendered":"Presences All Around Us"},"content":{"rendered":"

\"\"<\/p>\n

M\u00e1m \u00c9an, Connemara<\/em><\/p>\n

For your Pro-D day, you’re going to spend a little time with an old friend of our Grade 7s, John O’Donohue. <\/a><\/strong>Grade 7s, you might <\/em>remember that we listened to a CBC podcast with him<\/a><\/strong> last year – what Tapestry host, Mary Hynes said was “the single-most requested interview we\u2019ve ever broadcast.”<\/p>\n

This term, we have been exploring the work of Ojibway writer (and former Burnaby resident!) Richard Wagamese<\/a><\/strong>. \u00a0As you may have discovered, one of the Big Ideas in Wagamese’s work is that of connecting to place: connecting to the land and the landscape; learning from the natural world. \u00a0We also know that in\u00a0A Wizard of Earthsea<\/em>, the specifics of place play a big role in the development of the story; and I’ve asked you to make that a strong focus in the planning for your graphic novel work – how do you convey the specific character\u00a0<\/em>of the place(s) in your chapter?<\/p>\n

The below task is in aid of developing our idea of the nature of place<\/em>, which is a Big Idea in our Social Studies work this year.<\/p>\n

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Your work is to listen to this recording<\/a><\/strong>\u00a0of John O’Donohue hiking up M\u00e1m \u00c9an Mountain in Connemara<\/a><\/strong>, in western Ireland. \u00a0While you listen, you’ll record your thoughts and then share your ideas in class next week, but first, please read the below instructions carefully<\/strong>.<\/p>\n

1.\u00a0 The recording is about 45 minutes long – depending on your capacity right now to listen for extended periods of time, you may want to divide the listening into two shorter sessions. \u00a0At just after the 24:00 mark, the audio repeats itself for about a minute (up to the 25:20 mark), so that might be a natural spot to take a break, if you find you need one.<\/p>\n

2.\u00a0 While you listen, please use your large paper to draw and write as you go. \u00a0This can be like sketchnoting; it can also be like drawing images that come into your mind and writing down words or phrases that you like or that have meaning to you.\u00a0 You might consider doodling in the margins while you listen, if that helps you stay engaged.\u00a0 Basically, draw and write what you hear.<\/p>\n

There is a “transcript” button on the Youtube page, which will pull up a very rough, error-prone AI-generated transcript in the Comments box.\u00a0 You don’t have to use this, but you can if you like. If you were not at school on Thursday, use paper from home, or your comp book.<\/p>\n

3.\u00a0 After you listen to the whole recording, take some time to generate ideas about the below.\u00a0 If you have space, add those ideas to the front of your paper; if you don’t have space on the front, add them to the back:<\/p>\n